Collaboration begins with a clear scholarly purpose.
This page is for legitimate academic and professional collaboration: research dialogue, scholarly publishing, invited talks, teacher education, conference activity and carefully scoped educational projects. It is not a public window into confidential or unreleased research.
Research, professional learning and scholarly exchange should be built around a defined purpose and transparent roles.
Possible forms of collaboration
Where collaboration may be useful
Research Dialogue
Conceptual discussion, literature-informed collaboration and research design around Applied Linguistics, education, assessment, materials and learner development.
Academic Publishing
Book chapters, edited work, peer-reviewed publication, scholarly reviewing and publishing conversations where roles and standards are explicit.
Teacher Education
Professional learning, materials literacy, assessment literacy and research-informed teacher development.
Invited Talks & Webinars
Talks, panels and discussion-based events in areas directly connected to verified academic and professional work.
Educational Projects
Carefully scoped public-facing educational initiatives when the purpose, audience, evidence base and responsibilities are clear.
Scholarly Networks
Conference, journal and professional-association activity that strengthens legitimate academic exchange rather than manufactured visibility.
A productive first conversation
From shared interests to a workable research question
A proposed collaboration becomes more useful when it moves beyond a general statement of overlapping interests. For example, colleagues interested in coursebook evaluation might first identify a specific population, the materials to be examined, the meaning of educational or cultural fit and the evidence needed to support a defensible interpretation. Only then can responsibilities for conceptual framing, data collection, analysis and authorship be discussed with sufficient clarity.
For an initial enquiry, a concise description of the research problem, institutional context, proposed contribution, anticipated timeline and any ethical or data-access constraints is more informative than a broad request for partnership. Agreement to explore a topic is not a commitment to co-authorship, funding or publication; these matters require explicit discussion and appropriate institutional arrangements.
Working principles
Clarity before commitment
Defined scope
What is being proposed, for whom, and with what scholarly or educational purpose?
Verifiable roles
Authorship, contribution, reviewing, speaking and institutional claims should reflect real participation.
Protection of unreleased work
Confidential manuscripts and unpublished frameworks are not disclosed through public collaboration pages.
Responsible communication
Initial enquiries should contain enough context to assess relevance without sending sensitive documents or private student data.
Invite Dr. Rezazadeh
Speaking and institutional work should begin with purpose, audience and expected contribution.
Invitations are considered where the proposed role connects to verified academic or professional work and where the organiser can define the audience, format and practical purpose. The pathway is intentionally broader than keynote speaking because the most useful contribution may instead be a workshop, panel, teacher-development session, research dialogue or scoped institutional consultation.
Please include the organisation, audience, proposed topic, format, location or online mode, expected dates, approximate duration and the reason you believe the contribution is relevant. Financial or contractual terms can be discussed after scope and fit are clear.
Please include the proposed topic, institution or project context, expected form of contribution and relevant dates. Confidential attachments should not be sent in the first contact.
Meaningful collaboration begins with a shared question and a realistic scope
A productive scholarly partnership requires more than overlapping research interests. It should be possible to explain the educational problem, the type of evidence that could illuminate it, the responsibilities of participants and the limits of what the collaboration may reasonably produce. This is particularly important when working across disciplinary or national contexts, where apparently familiar concepts may carry different institutional and cultural assumptions.
I approach collaboration as an opportunity to examine and refine educational arguments through dialogue rather than to seek confirmation of claims already made. Potential work concerning language education, assessment or developmental approaches such as Golden Talent should preserve methodological transparency and clarify which components remain exploratory. The distinction between a research proposal and an established result must remain visible throughout the work.
A distinct opportunity for scholarly service is emerging through JHELA, the proposed English-language Journal of Human-Centred Education, Learning and Assessment. Scholars with relevant subject, methodological or editorial experience can consult its international reviewer invitation and founding editorial collaboration call. Participation depends on independent selection and explicit agreement; formal article submissions are not yet open.
